To make every child educated at Klaipėda Lyceum a person eager to know, able to create, and distinguished by achievements.

Values, on which Klaipėda lyceum work is based on

  • The relationships between the members of the Klaipėda Lyceum community are based on respect, trust, openness, cooperation and gratitude
  • The work done by the members of the Klaipėda Lyceum community is based on responsibility, taking initiative, meticulousness, constant improvement, citizenship and tolerance


Klaipėda Lyceum has gathered the best teachers, who seek to constantly improve their qualification, paying attention to the challenges today’s schools are met with.

The teachers:

  • Respect and try to hear and understand each student.
  • Are caring, helpful, attentive, honest and patient.
  • Talk quietly, calmly and with a smile and a good mood.
  • Have a high level of pedagogical mastery, are creative and learn constantly.

Teaching goals

  • To discover and foster the students’ talents, turn them into exceptional achievements and forester and strengthen the skills necessary for a student’s personal happiness and success.
  • To help raise an educated, critically thinking, communicative, open, caring, morally-sound person, who can make decision, take on responsibilities successfully and be responsible for their own actions.
  • To create conditions for students to be able to choose an area of study they would like to engage with early on, and prepare the students for studies in foreign institutions of higher education as well as help the students be successful in life and develop competencies necessary for engaging in individual activities in today’s society.


Self-sufficiency. We believe that every child’s intellectual growth starts with the ability to find their own solutions, to have their own opinions, to listen to others and to seek consensus.


Diligence. The future begins now. In developing the leaders of tomorrow, we need to foster the right attitude that achieving the best results requires a sustained and long-term effort and commitment.


Friendliness. Children need to understand and feel early on that they will always achieve more in life by acting together with others, and that everyone’s contribution will be strengthened if friendly, respectful and ethical cooperative relationships are fostered.


Citizenship. Commitment and caring for others is the key to success. If children learn early on to treat others as they would like to be treated themselves, they will develop a responsible attitude towards the consequences of their actions – the basis of citizenship.


Personalised approach to the learner.

Individual attitudes towards the learner and relationships between teachers and learners based on respect and trust are the basis for successful educational activities. The teacher and the learners are equal partners in joint activities. Education is differentiated and individualised, responding to each child’s interests, abilities, social and psychological maturity.

Scientifically-based education.

We organise the educational process on the basis of the latest research on the development of the child and young person by national and foreign scientists, scientifically based and proven educational methodologies and technologies in the educational practice. The educational process is active, attractive, and modern.

Integrity and contextuality.

Children’s perceptions and thinking are undivided and holistic. In the educational process, many different integrated lessons, interdisciplinary integration projects. The overall integrity of the educational process ensures the development of the learner’s various abilities and the coherence of all areas of education. Since the links with real life are important for each learner, we pay great attention to the contextuality of the educational content when implementing the primary and secondary education programmes. We supplement the educational content with what is interesting and significant for the learner.

Teaching strategy – success-oriented teaching.

  1. The distinctive features of such teaching:

     the content and methods of teaching are chosen in response to the abilities and personality maturity of each learner, so that each learner can learn at his own pace: those who are more able to learn beyond the general curriculum and who experience learning difficulties through appropriately adapted curriculum content and methods to help achieve the minimum level of the general curriculum;

  2. helping a child, by helping them to know his or her needs, to discover as early as possible the area of their interest in which he or she can achieve maximum results and become a leader in a particular scientific, artistic, technological or social activity; the aim is to continuously and systematically involve the child and his or her parents in the process of monitoring the child’s individual progress;

  3. the aim is to organise education for a career as early as possible by implementing additional education programmes, deepened subject modules, informal education, social activities, ensuring the child’s good psychological well-being and strengthening his or her self-confidence.


Academic environment motivating to learn.

The school provides a modern and constantly updated educational environment that meets the highest international standards. A modern science laboratory, a new library-reading room, green school spaces, and an artistic environment motivate learners to learn, inspire them to create, and fully develop young people. Learners who are motivated and willing to learn are highly valued in the learner community. Such a community of learners strengthens each learner’s motivation to learn and promotes high personal

Learning without the aid of tutors.

Teaching is organised on the basis that learners should receive all the learning support they need at school, through the study of advanced modules and the use of tutorials to overcome learning difficulties. Learners at all levels are given every opportunity to achieve their maximum academic performance without the need for tutors from other schools.

Individual teaching (learning) support system.

Often the learner encounters various teaching (learning) difficulties, therefore, it is very important not only to notice them in time, but also to help the learner overcome the problems. The school has an effective system of such assistance to the learner. Its activities are coordinated by department heads, programme managers, with the support of class leaders, teachers and subject matter professionals. This system of learner support helps the learner to make individual progress in teaching (learning).

Assessment by grades.

We aim that the grade assessment motivates each child to learn, teach them to adequately assess their opportunities, help them to know their needs, and choose the path of success. At the same time, we want the assessment to be objective, with clear criteria, reflecting the actual level of scientific knowledge and skills, helping the learner to understand what and how much he/she knows and what else he/she has to learn. In primary education (Grades 5-8) we aim to observe and evaluate not only the academic result, but also the learner’s motivation and efforts in learning. At the secondary level, I mark the learner’s academic performance with great responsibility, providing timely assistance to each learner to improve his or her learning outcome (especially those subjects that are important for his or her future career).

Modern lessons.

Lessons are modern, using technical visual aids, IT technologies, organising experiential activities, carrying out laboratory work, applying creative thinking educational methods, etc.

Effective teaching (learning).

We strive for effective training based on 3 principles: the attractiveness of the quality and methods of teaching and the appropriate pace of work. In the lessons we make optimal use of the class time, choose teaching methods and tasks in the school that are responsive to learners’ abilities and needs.

Social and Emotional Education (SEE).

By implementing the LIONS QUEST programme at all stages of education, we develop learners’ self-awareness, teach them to make responsible and constructive decisions, form positive relationships, effectively resolve conflicts, develop social awareness and manage emotions and behaviours in order to achieve their goals.

Critical thinking and problem solving.

Critical thinking is developed by the learner actively exploring himself/herself and the environment, mastering the ways of exploration (observation, testing, exploration), promoting thinking and reasoning about why something happens, why it happens this way, not other than what he/she noticed, discovered, felt, experienced. Critical thinking is developed by encouraging the child to overcome everyday challenges and difficulties, by explaining why they have arisen, by understanding his or her own intentions and those of others, by finding appropriate solutions, by trying things, by exploring, by reasoning, by collaborating, and by beginning to see the consequences of the decisions made.

Developing creative thinking.

By fostering creative thinking, we aim to create the conditions for each learner to develop his or her own self-expression and to unleash his or her own complex of personal qualities: ingenuity, originality, productive thinking and creative imagination. Together, we teach how to target the information we have, constantly encouraging learners to act and to solve problems by finding educational innovations. The development of creative thinking is linked to initiative and the development of entrepreneurship, which means the ability to translate ideas into practical action, creativity, innovation, risk-taking, planning and managing projects in order to achieve objectives.

Intellectual creativity.

Intellectual creativity in Klaipėda Lyceum is developed by promoting learners’ cognitive activity, deepening and expanding educational content, carrying out scientific research activities, various creative projects and the cooperative educational environment created at the school.

Developing divergent learning.

Divergent thinking is one of the most important abilities of creative thinking. When mastering this type of thinking (right brain), people create new combinations instead of choosing what has already been created. Divergent thinking is useful not only in creation, but also in life, when making decisions in various problematic situations. Divergent thinking is developed through a variety of innovative methods, such as association building, Osbourn’s brainstorming methodology, analogy search, hyperbolisation methodology, paradoxical integration and disintegration, inversion heuristics, schematisation, emphasis, problem solving, highlighting the individual elements or characteristics of the object, questioning the accepted straight lines, feature, improvisational, metaphorical, paradigmatic games, etc.

Strategic thinking.

Developing strategic thinking encourages learners to gather and present knowledge and facts, evaluate them by expressing their own opinions, determining the reliability of information, considering different points of view, and then test old assumptions and draw logical, valid and comprehensive conclusions. In the process of education, we develop learners’ research competence, which enables them to carry out investigations and experiments, to formulate problems, to base them on evidence and to draw conclusions. Learners are encouraged to think systematically when they use investigative strategies, questioning, and searching for answers in a coherent and systematic way, both in defence of their own views and in response to others’. Learners reflect on their experiences by interacting with their immediate environment. They monitor, control, evaluate and further improve their performance.

Collaboration and leadership.

When developing leadership, we follow the principle that every child can be a leader and that continuous learning from experience and reflection is important for developing leadership. Leadership development encourages children to trust others, to be open-minded, empathetic, respectful and understanding, and to have good relationships with others. We teach communication and cooperation, be responsible, solve problems, anticipate the future consequences of the decisions taken. It is important for us that children learn to act in a team, knowing that everyone in the team is important and that everyone’s leadership is necessary in different situations in order for the team to win.

Combining mental and spiritual education.

It helps to develop a full, intellectual and spiritually mature personality. Although the school is famous for its learners’ academic achievements, we pay no less attention to the spiritual and artistic education of learners. The school provides spiritual counselling services, systematic attendance at cultural events, meetings with artists, and personal exhibitions of their artwork. Particular emphasis is placed on volunteering projects and the continuation of the tradition of charitable giving.

An environment that fosters creativity.

Creativity-promoting environment is created through the child’s emotional connection with the content of teaching(learning), freedom of expression and its emotional promotion, freedom to experiment – to try, to err, to start again, opportunity to explore, flexible performance evaluation strategy, positive expectations, strengthening the child’s self-confidence, open communication.

Community culture.

We create a culture of the Klaipėda Lyceum community, the value of which lies in the high internal culture of each member of the community.

Good microclimate.

Clearly regulated internal procedures and uniform rules for all help create a good school climate. At school, we are all responsible for the well-being of those around us. Spreading gratitude and respect for those around you makes everyone feel good.

Safe and aesthetically pleasing environment.

We create a safe physical and psychological environment. We do not tolerate bullying. The aesthetic environment created in the school develops learners’ aesthetic taste and artistic perception.


We ensure the confidentiality of information about each learner and their family.

Educational continuity.

Programmes for the education of children of different ages are consistent with each other. Continuity of education is ensured when a child moves from one stage of education to another. This allows educators to get to know the child better as a learner and to respond more accurately to his/her educational needs each year and to create more favourable conditions for the development of his/her personality. Therefore, it is not the child who needs to adapt to the school education system, but the education system is increasingly adapting to the child.


Primary and secondary education in Klaipėda Lyceum is organised in accordance with the primary education programme of Lithuanian General Education Schools.

Advanced training. All grades of the Klaipėda Lyceum offer enhanced teaching in mathematics, natural sciences and English.

The bilingual education programme is implemented from Grade 5.

Before and after classes – homework preparation, subject consultations, scientific research activities, various academic, artistic and sports activities, studies, educational projects, school events, excursions.

A wide range of extracurricular activities contribute to the comprehensive development of each pupil and bring out the strengths and talents of each learner.


Curricula for grades 5–8


Learners can additionally choose:

  • engineering education programme (engineering, design, electronics, robotics, programming, classes);
  • advanced programmes of individual subjects (mathematics, IT, chemistry, physics, biology, geography, history, art, music);
  • social and emotional education programme (SEU) is organised in all classrooms, leadership is developed, early career education is organised.

From grade 9 (Gymnasium I) learners can choose the following education programmes in the field of science:

  • biomedical (biomedical, experimental chemistry, advanced mathematics training modules);
  • engineering education (engineering, design, electronics, robotics, programming, advanced physics training modules);
  • ssocial sciences, humanities and arts (modules on economics, management, debates, public speaking, advanced history teaching, arts, Spanish, Italian, French, etc.).

Also, all learners are offered to choose advanced programmes of various subjects (mathematics, chemistry, physics, biology, geography, history, art, music, etc.) and to study various foreign languages (English, German, French, Russian, Spanish, Italian, etc.). 

We continue the implementation of the Leadership and Career Development Programme.


International Baccalaureate Programme

Grade 6–10 (IB MYP). Starting from the 2021–2022 academic year, the International Baccalaureate Programme for 6-10th Grade Learners (IB MYP) was launched in Klaipėda Lyceum. Teaching under this programme will take place in Lithuanian and English using the bilingual education methodology. Priority for this programme is given to learners who have completed bilingual education in primary school and Grade 5.

Grades 9–10 (preparatory classes). From year 9 or, subject to availability, from year 10 onwards, learners can choose to study the International Baccalaureate (IB) Preparatory grades programme. Training is available in Lithuanian and English. Learners study the philosophy of the International Baccalaureate programme, the learning methods and the reporting procedure.

Grade 11–12 (IB DP). From Grade 11 onwards, learners can continue their studies in the International Baccalaureate (IB DP) programme. The teaching (learning) under this programme runs for two years (Grades 11–12). After completing the IB DP programme and passing 6 international level exams, learners are awarded the globally recognised and highly regarded IB DP Diploma in International Education. This education is a great opportunity to continue your studies at the world’s top universities.

Research activities in school

From the first year of grammar school, Klaipėda Lyceum learners have the opportunity to choose an additional curriculum (biomedical, engineering, social sciences and arts) according to the field of science they are interested in, thus deepening their knowledge and improving their skills. To deepen the knowledge of the chosen field of science, learners are assisted by learners’ research activities organised in Klaipėda Lyceum, which became an integral part of the entire teaching (learning) process at Klaipėda Lyceum.

Scientific research activities organised in Klaipėda Lyceum promote learners’ cognitive activity, develop intellectual creativity, help each learner to find his or her area of interest as early as possible and to pursue personal goals in a targeted manner. At the beginning of the academic year, after choosing a topic and a supervisor for their research work, grammar school learners spend the whole school year studying scientific literature, carrying out research and preparing their final theses. Research work in the school is developed by all learners of the gymnasium stage. This work continues throughout the school year. The work of the learners is led by the teachers of the school chosen by the learners themselves, and advised by Klaipėda University scientists. Graduation papers are presented by learners at the traditional Klaipeda Lyceum learners’ research conference “I AM LOOKING. ANALYSING. THINKING”. This conference has become a nice tradition of science celebration, which embodies the passion for knowledge, the creative pursuit, the work, the responsibility, the joy of creation and discovery.


  • We focus our educational activities in Klaipeda Lyceum on high quality learning standards and high learner achievement.
  • The evaluation aims to help learners to evaluate their learning outcomes, to celebrate their personal learning successes, to identify learning shortcomings and difficulties, and learn to adequately assess their learning efforts and their personal learning outcomes. We motivate each learner to achieve their personal maximum learning outcomes.
  • We base our assessment on the psychological peculiarities of age groups and individual needs of the learner.
  • We avoid comparing learners' achievements. We encourage the personal progress of each learner.
  • We are positive and constructive in our assessment: the pupil's knowledge and abilities are assessed by helping to understand learning difficulties, identifying specific learning gaps and helping to correct them.
  • Our evaluation is guided by clear evaluation criteria, indicators and procedures. This ensures openness and transparency of the evaluation.
  • We strive for objectivity and efficiency, based on educational standards, using modern assessment methodologies.
  • We pay great attention to the formative assessment, which is based on the continuous initiative of the evaluators and their involvement in the educational process. Intermediate achievements and each learner's progress, thinking, skills, competencies, efforts, attitudes, and values are recorded and evaluated.
  • Grades are awarded at a certain frequency: for each subject, learners shall receive a number of marks equal to or greater than the number of weekly classes for that subject.
  • We provide learners with timely and comprehensive feedback, and teach learners how to evaluate and self-assess themselves.
  • The assessment provides the learner with specific feedback on learning achievements and development opportunities. Through feedback, we enable the learner to understand their learning areas for improvement, to discover their strengths, and to find direction for their interests, studies and future career as early as possible.


  • The school opens at 7.30 and classes start at 8.00.
  • Before the first lesson, learners can attend tutorials in core subjects, advanced training classes, sports and arts activities, make homework, socialise with their peers, and engage in a variety of activities of interest.
  • Lessons are organised every day until 14.00-15.00 in accordance with the timetable.
  • After school until 17:30 learners can do their homework, attend tutorial consultations, participate in advanced training sessions in various subjects, carry out scientific research, attend various academic, engineering, artistic, sports clubs, study, carry out educational projects, take part in school and extracurricular events, go on excursions, and engage in activities of interest to them.
  • The head of the class organises weekly class periods, and psychologists run SEU sessions in all classes.
  • Career development sessions are systematically organised in accordance with a career development plan, led by a career specialist.
  • Learners receive counselling from a psychologist, a social pedagogue and a career specialist.
  • Learners in each class attend cultural events together, take part in excursions to Lithuania and abroad.


At Klaipėda Lyceum, the consensus is that all learners have equal opportunities to succeed, and this is one of the keys to successful teaching (learning). It is important to assess the potential of all learners and help them to discover it. Improving learners’ achievement is supported by the development of learning support. Effective support is provided in the classroom by making immediate adjustments to the learner’s teaching (learning), by optimising learning methods, by adapting individual learning tasks, and by adopting different working methodologies. If the teacher notices learning difficulties, he/she recommends targeted group tutoring or an individual teaching (learning) plan.

Career counselling and career development sessions are systematically organised according to learners’ individual needs. Personality development is also strongly influenced by the highly developed non-formal education activities, which are an integral part of education and are targeted at the development of general competences and the formation of a successful personality. At Klaipėda Lyceum, learners have a choice of information technologies, languages, technical creativity, nature and ecology, citizenship, sports and arts, tourism and other activities:

  • Text creation lab;
  • From reader to reader;
  • LEGO robotics;
  • Advanced robotics;
  • Web page development. Travel geography;
  • Benvenuti Italian language group;
  • Youth theatre studio;
  • Contemporary dance group;
  • Singing studio;
  • Chess group;
  • Nature buddies;
  • Frisbee;
  • Badminton;
  • Football, etc.

The school systematically holds meetings with parents. Parents’ days, individual interviews and psychological counselling to analyse and assess each learner’s progress, achievements and expectations, to envisage the next steps for success, and to build a culture of trust.


Teaching according to Lithuanian-English and Russian-English bilingual education programmes

Klaipėda Lyceum students can choose to study in a bilingual educational programme, either from 1st or 5th grade. Teaching in these groups is conducted in, both, Lithuanian and English languages. This bilingual education programme is conducted in a manner where the students are challenged to master both languages – understand those speaking the aforementioned languages, while remaining fully understood themselves, read and write in both languages.

Students in bilingual classes also take up a second foreign language (Russian, German, French, Spanish, and others.)

How the teaching is organised?

In bilingual classes students have a larger number of English class hours, and other subjects are taught, at the beginning, only in Lithuanian, while English is slowly incorporated into the classwork.

As the teacher interacts with the student they take into account the English level of said students, and their vocabulary while making sure to constantly work on expanding it and their understanding of the language – forming longer phrases, reading texts, where not all words might be understood, but the context yields itself to a full understanding of the text, etc.

A method of direct speech and confirmation of receiving are used – the teacher comments on what the child is doing, praises the students, gives details on completing the task and explains things; methods of expanding on, paraphrasing and providing additional details are also used – the teacher attempts to understand what the child is trying to say, asks the child if what they meant was what they understood them to mean, while speaking correctly, but does not make the students repeat the entire phrase; the teacher in this situation gives clues, reminds the student of words or rules and, overall, helps the student find the right word, tries to guess their intent, ideas and shows the student that they have been understood; the child here is encouraged to support their speech with facial expressions, gestures and other nonverbal means of communicating; children are taught games, songs and poems which are easy to remember and help memorise and take note of important words, pronunciation, and the forming of phrases.

Training continues under the IB MYP and IB DP programmes

Students who have completed the bilingual programme in their primary years can continue on in their bilingual studies on the Klaipėda Lyceum lower secondary-school education level – participate in a bilingual learning programme in the 5th grade, and join the International Baccalaureate Middle Years Programme (IB MYP) in the 6th-10th grades, and the IB Diploma Programme (IB DP) in 11-12th grades.

Klaipėda Lyceum teachers are constantly improving their knowledge on bilingual teaching while participating in courses for educators provided in Lithuania or in other European Countries.

Imlių, gabių ir talentingų (IGT) vaikų ugdymas (angl. AG&T)

Klaipėda Lyceum makes sure to take note of the agile, gifted and talented children (IGT) and to dedicate enough attention to their education. These children are provided with individual learning plans as early as their primary years of education (some kindergarten-aged students are provided with these plans as well). These plans exceed the base programme plans of learning, are aimed at the students’ individual learning abilities and interests, and takes into consideration their learning styles.

If a teacher notices an IGT student they inform the department head and the head of that subject department (foreign language f.e.) who then cooperate and aid the teacher in assessing these individual needs of the student and to prepare an individual learning plan.

Working with IGT children is individualised and differentiated during class time when children work individually. Children are encouraged and taught to think critically and creatively. Comprehension, analysis and problem solving, as well as trying to answer various questions and solve various problems freeing a child’s imagination, awakening their curiosity, perseverance, consistent work, cooperation, leadership qualities and leadership qualities which is an interconnected part of educating gifted children.

Gifted students have extracurricular individual and group activities based on the subjects where they are studying outside of the basic education plan. The students are incentivised to participate in city, country and international championships. The teachers, during the entirety of the teaching process, incorporate methods of evaluating the students’ individual results and discuss the results and their ability to study in the new programme with the students’ parents.


Every year, the school elects a learner president and a senate made up of learner representatives from different grades. It is a creative, proactive team, actively involved in the organisation of education, representing the interests of the learners, and striving to make life more interesting and enjoyable for the learners.


Klaipėda Lyceum learners and teachers have been participating in international projects and exchange programmes for many years. Many countries have been visited – Austria, Italy, Germany, Finland, France, Spain, Turkey, Portugal, etc. The benefits of such projects are immense: Learners improve their foreign language skills, get to know the cultures of different countries, develop their creativity and social-emotional competences through a wide range of integrated art, engineering, social and sports activities, and educators actively adopt and bring the experience of the best European schools to Klaipėda Lyceum.

International learner exchange programmes help learn languages live, by getting to know the culture of the language environment. On the initiative of Klaipėda Lyceum managers and foreign language teachers, there are exchanges and cooperation between learners and teachers with the best science lyceum in southern Italy – Termini Imerese Nicolo Palmeri in Sicily, the renowned Lycee de Paris in France, the Lapenranta Lyceum in Finland, the English St. Edmunds Private College, Hallfield and King Edvards Private Schools.


Participating in international EU projects is a great opportunity to develop not only for learners, but also for teachers. An EU project such as Modernisation of the Teaching Process – a Vital Factor for a Modern European School gave the opportunity to improve the professional competences of as many as 18 teachers of various subjects working in grades 1-12 of Klaipėda Lyceum. Klaipėda Lyceum managers and teachers also carried out monitoring visits to the best schools in Europe. Whereas the training in European countries is conducted in English, the teachers of the Lyceum are also improving their English language skills along with methodological knowledge. This is particularly important for Klaipėda Lyceum teachers who, in addition to the state general education programme, also run the International Baccalaureate (IB) programme, which is taught in English. All the teachers of Klaipėda Lyceum, who are ready to work in the IB programme, have participated in 31 professional development courses in different European countries, attended intensive English language training courses in Lithuania and abroad, and received certificates confirming their qualification to deliver the International Baccalaureate programme. In addition, almost all teachers participated in monitoring visits to foreign schools where the programme is successfully implemented, and learnt about the educational practices of schools running IB programmes. Teachers have gained experience in Finland, England, Denmark, Sweden, Italy, Germany, Poland, France, Belgium, etc.

Cooperation with schools running the International Baccalaureate programme in Finland, France and England has been ongoing to date.


The school serves only fresh and varied food. We pay particular attention to product combination.

Children with allergies, intolerance to certain foods, or families with a different eating philosophy are offered a separate food plan.


Klaipėda Lyceum organises distance education for children of Lithuanian expatriates and mixed families living abroad according to the curricula of Lithuanian general education schools. Distance learners in primary and basic education are issued with a certificate of completion of the primary or basic education class, or a certificate of completion of the primary or basic education stages after the completion of the whole stage of education.

Klaipėda Lyceum also organises distance learning for individual subjects (mathematics, Lithuanian, etc.). Such teaching is needed for children who attend local schools abroad but plan to return to Lithuania in the future and attend a Lithuanian school.

The education is organised in accordance with the individual needs of the child’s education(s), by drawing up an individual education(s) plan. Lessons take place in accordance with the schedule agreed in advance. When the learner’s family visits Lithuania, the learner is given the opportunity to participate in the lessons organised at the Klaipėda Lyceum through direct contact with the teacher.
Learners are provided with textbooks, exercise books and other learning tools.